Effect of Flipped Learning on Nigeria Certificate in Education (NCE) Mathematics Students’ Interest and Achievement in Trigonometry in Kano State, Nigeria (Published)
This study sought to determine the effects of flipped learning strategy on NCE Mathematics students’ interest and achievement in trigonometry. The study employed a quasi-experimental 2 x 2 factorial research design. The sample of the study consisted of 60 students, who had a personal computer and Internet access at home. They were randomly assigned into an experimental group of 32 students (22 males, 10 female) and control group of 28 students (20 male, 8 female) The instruments used for data collection during the pre-test and post-test consisted of a trigonometry achievement test (TAT) and trigonometry interest scale (TIS). The TAT was validated by specialists in mathematics education and measurement and evaluation using table of specifications constructed for the multiple choice test items. The multiple choice test had average difficulty and discrimination indices of 0.43 and 0.55 respectively. The reliabilities of the multiple choice test items and trigonometry interest scale were established using the coefficient of internal consistency based on Cronbach Alpha ( ).The reliability coefficients for the TAT and TIS were 0.68 and 0.75 respectively. The data collected from the pre-test and post-test were subjected to statistical analysis using the Statistical Package for Social Sciences (SPSS). The research questions were answered using descriptive statistics while the hypotheses for the study were tested using t-test statistics and the Analysis of Covariance (ANCOVA) with pre-test scores as covariates at 0.05 level of significance. The findings from the study showed that: flipped learning l strategy was more effective than the lecture method in improving students’ academic achievement and interest in trigonometry. The result also shows that there was no significant difference between the achievement of male and female students from the experimental group in trigonometry and that there was no significant interaction effects of treatment and gender on students’ achievement in trigonometry. It was recommended among others that Curriculum planners and educational policy makers should consider a review of the curriculum to incorporate flipped classroom strategy into the Nigeria Certificate in Education Mathematics Curriculum
Investigating the Effectiveness of Cooperative Learning Method on Teaching of Business Studies in Upper Basic Education Level in Enugu State, Nigeria (Published)
This study investigated and compared the effect of cooperative learning method on teaching business studies. The researcher adopted quasi-experimental research design. Three research questions guided the study. The population of the study consists of 2552 students in JSS II from 31 secondary schools in Enugu Education zone. A sample of 168 was selected from 4 schools that served as control and experimental groups. The instruments for data collection were Business Studies Achievement Test (BSAT) containing 40 multiple choice questions. The instrument was validated by experts and Cronbach alpha was used to test the reliability of the instrument and it yielded 0.76 reliability coefficients. A per-test, post-test procedure was used to compare the control and experimental groups on per-test and post-test scores of achievement test. The results of the study did not reveal any significant difference on pre-test scores of both control and experimental groups. This indicated that the two groups were alike in their academic achievement in Business Studies before the experiment. The experimental groups outperformed the control group in the post-test after the experiment. The results based on post- test scores revealed that cooperative learning method had significant effect on student achievement in Business studies. Based on the finding, the researcher recommends cooperative learning methods for teaching business studies and other subjects.
Psychosocial Predictors of Secondary School Students’ Attitude Towards Cheating in Examination in Emuoha Local Government Area, Rivers State (Published)
The study investigated Psychosocial Predictors of Secondary School Students’ Attitude Towards Cheating In Examination In Emuoha Local Government Area, Rivers State. Five research questions and five corresponding hypotheses were formulated for the study. Correlational and descriptive research design was used for the study. The population of the study consisted of all the senior secondary school students in the 20 public schools in Obio-Akpor Local Government Area of Rivers State. A sample of 125 senior secondary school II students was drawn for the study using the multi-stage sampling technique. The instruments used for data collection in this study were the Students’ Attitude Cheating Scale (SACS) and the Psychosocial Predictors Scale (PPS). The validity of both instruments was done using experts’ assessment while their reliability was determined through Cronbach Alpha method. The reliability coefficient of 0.78 was realized for Students’ Attitude Cheating Scale (SACS) and 0.82 was realized for Psychosocial Predictors Scale (PPS) respectively. Analysis of the instruments was done using simple regression as well as t-test. Finding showed that achievement motivation (p=0.001<0.05) and self-efficacy (p= 0.000<0.05) all had significant relationship with secondary school student’s attitude towards cheating. On the contrary, there was insignificant differences (p= 0.22>0.05) between the attitude of male and female students. Based on this, it was recommended among others that school authorities should encourage the student to get involved in educational and social clubs which will help them academically and morally.
The Degree of Using Instructional Technology in Teaching and Learning Mathematics in Delta State, Nigeria (Published)
This work aimed to study the accessibility and use of educational technology for teaching mathematics in senior secondary schools in Delta State. Descriptive survey design was used in the work. 60 mathematics teachers in 30 secondary schools were the sample of the work; simple random technique was used to select them from the overall population of 75 secondary schools in Delta State. Two teachers’ questionnaire titled use and preventing factors mathematics questionnaire (r =0.77) were utilized to collect data. Simple percentage, mean and standard deviation were used to analyze the data. The findings showed that there were laboratory equipment and audio educational technology but were not fully used; there were no audio visual technologies and were not used to teach mathematics. Also, lack of money, poor application law, demotivation etc prevented the delivery and use of educational materials for mathematics teaching. The study gave the recommendation that Mathematics teachers should use the educational technology that is available and government should provide enough money to procure educational technology.
Citation: Oliweh I.S., James, G.D. & Enebeli L. (2022) The Degree of Using Instructional Technology in Teaching and Learning Mathematics in Delta State, Nigeria, British Journal of Education, Vol.10, Issue 15, 27-36
Effect of Computer-Aided Instruction on Chemistry Students’ Achievement in Organic Chemical Nomenclature in Enugu Education Zone of Enugu State, Nigeria (Published)
This study investigated the effect of Computer-Aided Instruction on chemistry students’ achievement in organic chemical nomenclature in Enugu Education zone of Enugu State, Nigeria. One research question and one hypothesis guided the study. The design of the study adopted was quasi experimental, pretest-post test, non equivalent control design. The sample for the study comprised of 308 chemistry students (122 male and 186 female) purposively sampled from a population of 2,734 SS1chemistry students in Enugu Education zone of Enugu state. The instrument used for data collection was Teacher Made Organic Nomenclature Achievement Test (TMONAT) with 20 items multiple choice test. The instrument was constructed by the researchers and validated by two experts, one from the department of science education and one from the department of mathematics computer education (measurement and evaluation unit, Enugu State University of Science and Technology, (ESUT). TMONAT achieved a reliability of 0.87 calculated using kuder Richardson 20 (KR-20). Treatment lasted for six weeks. Mean and standard deviation were used to answer research questions while hypothesis was tested at 0.05 significance using Analysis of Covariance (ANCOVA). Males and Females were taught using computer-aided instruction (CAI). The findings of the study revealed that male and female chemistry students taught organic chemical nomenclature (OCN) with Computer-Aided Instruction (CAI) were almost at par in their achievement in OCN. Gender has no significance influence on students’ achievement in OCN with CAI. Based on the findings, it was recommended among others that Curriculum planners should include CAI as a model of instruction that promotes gender-equity.
Citation: Nweze B.N. and Ogwu C. N. (2022) Effect of Computer-Aided Instruction on Chemistry Students’ Achievement in Organic Chemical Nomenclature in Enugu Education Zone of Enugu State, Nigeria, British Journal of Education, Vol.10, Issue 13, pp.68-77
Fostering Senior Secondary Students’ Attitude and Achievement in Biology in FCT-Abuja Using Facebook Instructional Strategy (Published)
The study investigated how Facebook Instructional Strategy could be used to foster Senior Secondary Students’ Attitude and Achievement in Biology in FCT-Abuja. A quasi-experimental research design was adopted. The population comprised 12719 senior secondary two biology students. The sample consisted of 247 SSII biology students selected from six government schools in the study area using purposive sampling technique. Data were generated using Germination Achievement Test (GAT) and Students’ Attitude to Biology Questionnaire (SABQ). The GAT and SABQ were validated and subjected to reliability analysis using Kuder-Richardson formula 21 (K-R21) and Cronbach Alpha formula which yielded coefficients of 0.75 and 0.68 respectively. Six research questions guided the study, while six hypotheses were formulated. Data collected were analyzed using mean and standard deviations to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that there is significant difference in the mean achievement score of students taught seed germination using facebook instructional strategy and those taught using the lecture method; there is significant difference in the mean achievement scores of male and female students taught seed germination using facebook instructional strategy. There is no significant difference in the mean attitude ratings of students taught seed germination using facebook instructional strategy and those taught using lecture method; There is no significant difference in the mean attitude ratings of male and female students taught seed germination using facebook instructional strategy. Based on the findings, it was recommended amongst others that biology teachers-trainees should be trained on the use of facebook instructional strategy in teaching biology.
The Effectiveness of the Smart Board in Raising the Achievement of Underachievers of Basic Elementary Stage (Published)
This study aimed to determine Effectiveness of the Smart Board in Raising the Achievement of Underachievers of Basic Elementary Stage. The study sample consisted of (70) students, divided into two groups, (33) students in the experimental group, and (37) students in the control group. To achieve the objectives of the study, the researcher used an achievement test, after confirmations of the validity and reliability. The study finds a statistically significant difference on the paragraphs of the test raise achievement for weak students combined between the performances of members of the two groups of the study, and for the performance of the experimental group, who has undergone to teach by using the smart board. Also, there is a statistically significant difference on the paragraphs of raising achievement for weak students combined between the performance of members of the two groups of the study, and in favor of male performance, and the lack of differences statistically significant at the level of statistical significance (α=0.05) between the averages of the performance of members of the study dimensional clauses test lift achievement of weak students combined due to the duo interaction between the two variables: the control group, and experimental, and Gender.
Effectiveness of Project-Based Learning Strategy on the Achievement and Mathematical Writing of Preparatory Year Students at Najran University (Published)
The problem of low academic achievement in mathematics at university is one of the most important educational and psychological issues that may lead to students’ suffering, failure, and poor personal and social adjustment. The present study aimed to address the impact of project-based strategy on the promotion of the academic achievement and mathematical writing of the preparatory year students at Najran University. The present study was applied to fifty students enrolled in the “Introduction to Mathematics” course in the second semester of the academic year 2016/2017. Quasi-experimental approach was used. Results of data analysis indicated that there were significant differences between the means scores of participants in the control and experimental groups in the academic achievement and mathematical writing due to the use of project-based strategy that was used during the course period.
The Role of School in the Development of the Students’ Reading Skills and Its Relationship to the Academic Achievement (A Case Study to the Basic School of Al-Fadil Bin Abbas) (Published)
The present study aimed at identifying the role of school in the development of the students’ reading skills and its relationship to their academic achievement. In order to achieve the goals of the study, the researcher followed the descriptive analytical approach where upon the study sample consisted of (125) students from the overall population of the study which reached at (1498). Following the application of the study tool, the researcher came to a result which indicates the presence of an effective role to the school in the development of the students’ reading skills. Moreover, it stated that there is a positive direct relationship between the students’ reading skills and their academic achievement. The researcher recommended the necessity of spreading awareness among the Arabic language teacher of the importance of enabling their students of the basic reading abilities before teaching them the principles of syntax, semantics and criticism or else.
Boosting Achievement Using Individulised And Demonstration Strategies In Biology: How Do Male And Female Students Behave In Nigeria? (Published)
This study determined the effectiveness of demonstration, individualized and conventional methods and Gender on the achievement of Secondary School Two students in biology. The study employed a multi stage sampling techniques; in the first stage, three schools were randomly selected out of the twenty Secondary Schools in Abeokuta South Local Government of the state. At the second stage, sample sizes of sixty students were randomly selected from the list of students and their gender. In the same manner, thirty students were male while the female constitute the same number. The study which lasted six weeks made use of two valid and reliable instruments: Biology Achievement Test (BAT) and Operational guide for instruction (OGI) Stimulus instrument. Students were exposed to different methods (Demonstration and Individualized) while those in the control were not exposed to any treatment but were rather taught in the Convectional way. Data analysis involved the use of Analysis of Covariance, Descriptive Statistics and t-test.The result indicated that the demonstration method is a more potent method of improving achievement in biology. (F (1.167) = 42.838; P < 0.05), (F (1.167) = 486.287; P < 0.05), F (2.167) = 90.389; P < 0.05). Moreover, there was a significant difference in the academic achievement of male and female students when exposed to the two experimental methods and control, hence female students performed better than their male counterparts. Arising from these findings, demonstration method and individualized method where recommended for teachers use in biology classrooms.